Search for: All records

Despite billions of dollars invested in educational benefits for veterans and active-duty military families under the U.S. Post-9/11 GI Bill, many prospective students are not forging pathways through public institutions of higher education, and funding is disproportionately spent on for-profit colleges. To reveal patterns of lack of access and opportunity, we propose a novel, robust analysis tailored to the situation of veterans and military families in the southern United States. This methodology delineates education deserts using fuzzy algorithms and multivariate spatial analysis to move beyond simple “hotspot” identification of distance from university locations. Results and comparisons of four models confirm different patterns for veterans versus nonveterans and show dynamic regional changes from 2005 through 2017 that reflect shifting demographics, economics, and educational offerings. These insights could inform a roadmap for outreach that accounts for shifting education deserts and potentially workforce opportunities through geographic analysis. This approach represents a potential first step for academic actors, especially in the public sector, who play a role in advancing science, technology, engineering, and math; geography; and geographic information systems to enable veteran and military families to better achieve equitable rates of educational attainment. 

Community geography is a growing subfield that provides a framework for relevant and engaged scholarship. In this paper, we define community geography as a form of research praxis, one that involves academic and public scholars with the goal of co-produced and mutually-beneficial knowledge. Community geography draws from a pragmatist model of inquiry, one that views communities as emergent through a recursive process of problem definition and social action. We situate the growth of community geography programs as rooted in two overlapping but distinct traditions: disciplinary development of participatory methodologies and institutional traditions of community engagement in American higher education. We then trace the historical development of these programs, identifying common themes and outlining several challenges that community geographers should prioritize as this subfield continues to grow.